In 2003, Ghana’s Ministry of Communication developed the ICT for Accelerated Development Policy. The ministry outlines the directives necessary in order to accomplish its key vision, which is to “transform Ghana into an information rich knowledge based society and economy through the development, deployment, and exploitation of ICTS within the economy and society (Republic of Ghana Ministry of Communication, 2003).” The vision illustrates the government’s realization that access to technology, specifically computers and the Internet, are necessary in today’s global economy. One major focal areas is the education sector, which is highlighted in the policy’s commitment to address “the challenges of the social and economic pressures of a youthful population; the challenges of turning the youthful population into an asset for development (Republic of Ghana Ministry of Communication, 2003, 38)” Strategies outlined to approach these challenges include introducing computers into every school in every level (primary, secondary, vocational, and technical) and to develop and restructure current ICT curricula.
Four years after the ICT for Accelerated Development Policy was created, Papa Owusu Ankomah, Ghana’s Minister of Education, Science, and Sports announced education reforms. Among this plan’s objectives to revise the country’s education system’s supervision, monitoring, and paradigm structures is the introduction of universal ICT education into the nation’s core curriculum. (“ICTs and higher education in Africa,” 2007). In terms of ICT education, this ambitious plan has met many challenges including limited or inappropriate resources and infrastructure, lack of appropriately trained teachers, and the digital divide between urban and rural areas.
Asebu- A Case Study
Asebu is a small bucolic village in the central region of Ghana. Goats and sheep wander the dirt path of the town and rooster serve as our alarm every morning. I came to Asebu as part of a teacher training for a new school that is being built. Our training sessions take place at a school that is currently in use and the participants ranged from university students, to headmasters, and town elders.
Technology, specifically computers and Internet access, became the focus of several conversations throughout the training. The following videos are short interviews with three training program participants and one pastor and administrator of a local school.
Interviewees’ Biographical Information
Ebenezer is a resident of Asebu. He has been the headmaster at Asebu Junior High School for five years. He is currently in his final year of a diploma program in Management at the University of Cape Coast.
Patience is a volunteer computer teacher at the Asebu School. She also lives in Asebu with her husband, Reverend Maxwell, who is the administrator of a local school.
Reverend Maxwell with his wife, Patience, recognized the need for computer access in the Asebu area. They founded a kindergarten school in Asuanse, a small community near Asebu and have recently started to develop plans for two computer labs for community use in both villages (http://www.internationalhopefamily.350.com/HOME2.htm).
Joseph is a 23 year old student from Cape Coast, a city approximately 10 miles away from Asebu. He attends Cape Coast Polytechnic School and is working toward a degree in business management.
Interviews
Ebenezer's Interview
Patience's Interview
Joseph's Interview
Summary
Despite the government’s attempts at universal ICT education, each interviewee stressed the lack of computer and Internet resources in their schools and community. Currently, approximately three people in Asebu own computers, which are utilized for personal use. Schools are not equipped with them, even in computer classes. There is no computer lab or Internet cafe in the community of Asebu, the closest is in the city of Cape Coast. Ebenezer, Patience, Reverend Maxwell, and Joseph’s responses highlight different ways that computers and online knowledge would benefit them, their students, and their community. Their reasons range from research purposes, self confidence, socialization, global knowledge, and job skills. They all believe that the Internet, computers, and computer knowledge are necessary tools for their and their students’ education and future goals.
In conclusion, Asebu is one of the many communities in Ghana that illustrate the digital divide and the impact of lack of resources. Most students in Asebu have never touched a computer. In today’s global society, lack of access to the Internet and the online knowledge it provides is a handicap particularly in education and career opportunities.
